Department of Mathematics and Science

Science Content and PacingSession C

Embedding the Florida Standards: Scaffolding for Science Success

Millard E. Lightburn, Ph.D., District Supervisor K-5Mary Tweedy, Curriculum Support Specialist

Jessica Hernandez, FacilitatorCaroline Valdez, Facilitator

Division of Academics-Department of Science August 12, 2014

Department of Mathematics and Science

Name Tent

• Fold a blank sheet of paper to set up a name tent

• Front: Your Name• Back: School Grade Self-contained or Departmentalized

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Norms

• Be present/Participate actively• Share wisdom• Try out something new and then reflect• Trust the process

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Session C Agenda• Goals and Outcomes 8:30 – 8:45 • Florida Standards Connections in Science 8:45 – 9:00• Scaffolding Science K-5 Physical Science Big Ideas 9:00-9:30• Big Idea 8 Hands-On Activities 9:30 – 10:30• Claim-Evidence-Reasoning (CER) 10:30 - 11:15• District Resources 11:15 – 11:30• Lunch 11:30 – 12:30• Discovery Education 12:30 - 2:00• Observation, Measurement and Investigation Hands-on

Stations 2:00 – 2:50 • Dream in Green 2:50 – 2:55• Factors Influencing Science Instruction 2:55 -3:15• Reflections 3:15 -3:30

Department of Mathematics and Science

Goal and Outcome Goal• To develop learners that use a variety of

instructional strategies to consistently infuse Florida Standards during effective science instruction using the Science Pacing Guides

Outcome Statement• Participants will develop skills and practice using

tools to facilitate structures that will be utilized during planning and instruction to effectively infuse Florida Standards into their science curriculum

Florida Standards that Impact Science Instruction

LAFSLAFS.5.RI.3.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.LAFS.5.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. LAFS.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others.

MAFSMAFS.K12.MP.1.1Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1 Reason abstractly and quantitativelyMAFS.K12.MP.3.1Construct viable arguments and critique the reasoning of others.MAFS.K12.MP.5.1Use appropriate tools strategically.MAFS.5.MD.2.2. Represent and interpret data.

Division of Academics – Department of Science

Department of Mathematics and Science

Impact of Florida Standards on Science Instruction

How do you integrate the Florida Standards into your science instruction?

Department of Mathematics and Science

Scaffolding Science Standards K-5

How are science topics and standards interconnected across grade levels?

(1) Big Idea 8: Matter (2) Big Idea 9: Changes in Matter (3) Big Idea 10: Forms of Energy (4) Big Idea 12: Motion (5) Big Idea 13: Force and Motion

Division of Academics-Department of Science 8

Science Pacing GuidesYear-At-A-Glance

2014-2015

Grades K-5

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Benchmark FocusScience Big Idea 8: Properties of Matter

Florida Standards Integration• LAFS.5RI.3.7 Draw on information from multiple print or digital sources, demonstrating

the ability to locate an answer to a question quickly or to solve a problem efficiently.• LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis,

reflection, and research.• LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

• MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

• MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters.

• MAFS.4.MD.2 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Grades K-1 Grade 2-3 Grade 4-5

SC.K.P.8.1SC.1.P.8.1

SC.2.P.8.1SC.3.P.8.1

SC.4.P.8.1SC.5.P.8.1

Sort objects by observable properties.

Observe and measure objects according to

their properties.

Compare and contrast basic properties of solids, liquids, and

gases

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What is Matter?• Matter is everything around you, including you!• Look around the classroom. Everything,

from the clothes you are wearing to the air you breath is matter.

• Matter is what all objects are made of.• Matter is All Around Us (song) • Name a type of matter you see. • How do we tell the difference between the

matter around us?

Department of Mathematics and Science

All Matter has Properties.

What are properties?Properties are the characteristics of matter that can be observed.

What does it mean to observe?To observe an object means to carefully explore all of its properties.

Look for words that describe properties of matter as you read.

Make a list in your notebook.What other properties can you name? Add them.

How do we study properties of matter?

We use our Senses (K-5)

• Sight - Looks – Color– Shape– Size

• Touch – Feels (texture)• Hear – Sounds when

dropped• Smell – Odor • Taste

• Eyes

• Hands and Fingers• Ears

• Nose• Mouth

to observe properties of matter

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We use our senses to tell about an object’s properties.

Shape - round like a sphere

color – yellow green

FeelsTexture – fuzzy

Looks

Properties of a Tennis Ball

Sounds bouncy -thump, thumpSmells

Odor - musty

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What else can we use to help observe properties?

Measurement Tools (2-5) Properties• Ruler length

• Tape measure length

• Measuring cup volume

• Graduated cylinder volume

• Balance mass

• Thermometer temperature

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What are my Properties?

Choose an object from your table tray to observe using your senses and measurement tools. Write its name and properties in your notebook.Looks Length

Feels Mass

Sounds when Other(s)droppedOdor

10 min. Break

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How Can We Sort?

We can use our senses to classify matter in different ways.We can group matter by how it feels.Some matter may feel hard or bumpy.We can group matter by shape. Matter can havemany different shapes. (Gr. 1 Scott Foresman Quick Study)

How can we sort these buttons?We can sort by color: blue - red – green – yellowMatter can be different colors.We can sort by size:small - medium – largeMatter can be different sizes.

small

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Practicing Science Sort, Group, Classify

1. Observe the school supplies in your basket.2. Make a data chart to list the properties observed

and measured in your notebook.3. Decide on a way to sort your objects. 4. Sort the objects. Name your groups.5. Talk about why you classified them as you did.6. Can you sort your objects in another way? Try it.

Matter Jeopardy Game Rules

Game Rules• Select an object you

observed.• List both qualitative and

quantitative properties (begin with the most obvious properties).

• Give descriptions to other group as they try to guess the object based on its properties.

What is my matter?Qualitative Properties: (uses five senses)• Texture: smooth and hard• Shape: long cylinder• Other: Not magneticQuantitative properties: (Uses measurement tools) • Mass: 10 g• Length: 14 cm• What is a marker?

Division of Academics – Department of Science

Practicing Science:Teacher Reflection

How did you see the Florida Standards being integrated in the hands-on activities?

Division of Academics - Department of Science

Department of Mathematics and Science

How else can the Florida Standards be infused into the

Science Curriculum?

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Overall Driving Question:How can we support our students in crafting evidence based

arguments in science and across the curriculum?

What does Vince want you to do?Why is Vince so convincing?Write down all the evidence that Vince uses to convince you to buy Sham Wow.

SHAMWOW Video

Integration of Florida Standards through a Claims, Evidence and Reasoning (CER)

Department of Mathematics and Science

Claim: You should buy a Sham Wow because it absorbs water better than any other towel.Evidence: Does not drip. Holds 20 times it’s weight in liquid. Absorbs all liquid from a carpet. What more could Vince do to convince you that you should buy Sham Wow? (Hint: think like a science teacher)

Let’s make Vince’s presentation even better and add the reasoning to his evidence.

Reasoning: The Sham Wow towel works so well because it contains micro fibers. Micro fiber towels are made from two synthetic (man made) materials, usually nylon and polyester. The fibers are treated with chemicals and mechanically changed to make them very small, smaller than 1/100th the diameter of a human hair. This gives the towel a lot of surface area to make contact with the spill and absorb the liquid. The tiny fibers get into small places where most towel fibers cannot reach. Source: http://www.cleanlink.com/cp/article/Microfiber-101-The-Science-of-Tiny-Threads--3488

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Claim

Claims are the statements that answer your original question.

• The claim must be accurate, specific, and answer the question.

• The claim is usually one sentence in length.

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Evidence

The evidence is all the scientific data that supports your claim.• This data helps to answer the question or problem that

the students are examining.• It can come from a variety of sources such as: lab investigation, textbook, reading selections, videos, news reports, class notes, etc.• It should include both qualitative and quantitative data.• It is important to have numerous pieces of evidence in

order to prove your claim.

Department of Mathematics and Science

Reasoning

• Reasoning is the explanation that connects your claim to the evidence that supports it or why you think your claim (answer to the question) is correct.

• It is the justification that shows why the data is relevant and should be used to support the claim as evidence.

• It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.

• This explanation acts as a conclusion. • If evidence is from an experiment, it can be the

“conclusion” of the lab.• It is usually several sentences in length.

Department of Mathematics and Science

Progression for Argumentation K-12

Grade Argumentation Focus

K-2Claim + Evidence Claim – Make conclusions from investigations. Evidence – Use observations from investigations.

3-5

Claim + Evidence + Reasoning Claim – Make conclusions. Evidence - Use observations and measurements. Reasoning – Provide a simple connection between claim and evidence using the big ideas they have

learned in science.

6-8

Claim + Evidence + Reasoning (greater complexity) Claim – Make conclusions. Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data.

Consider sufficiency of evidence. Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.

9-12

Claim + Evidence + Reasoning + Rebuttal Claim – Make conclusions. Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data.

Consider sufficiency of evidence. Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.

Each piece of evidence may have a different justification. Rebuttal – Describe why a counter-claim is not appropriate by critiquing the alternative evidence and

reasoning.

Department of Mathematics and Science

Claim Evidence (CE)Assignment: Think like a scientist to write an answer to this question:How do you learn about the properties of objects?

Claim: (A sentence that states how you learn about properties of objects.)

Evidence: (Examples (data) of what you did to learn about properties of objects.)

Getting Started First think about:

What is a possible claim? Where can you find your

evidence (data)? Where can you find

science and other words to help you write?

What science words will you want to include?

Use your resources:

Science notebook Observations from

hands-on activities and videos

Reading passages Your textbook Classroom charts,

word walls and bulletin boards

Division of Academics - Department of Science

Writing ScaffoldsSentence Starters:• My evidence to support

my claim is…• The data…• According to the text…• On page ___, it said …• For instance…• From the reading, I know

that…• The graphic showed…• For example…• My evidence supports my

claim because..

Writing Words:• “Uncertainty” words: usually, generally, suggests, indicates• Sequencing words: first, second, third,• next, last• Therefore• Because• If… Then…• However

Division of Academics - Department of Science

Department of Mathematics and Science

I can

feel…

Evidence

You can look for help in your textbook. Let’s read.

Claim: I use my senses to…

I can see …

Science words

CE SamplesClaim: I use my senses to observe properties of objects.Evidence:Properties of my eraser Looks Color – pinkShape – rectangle like Feels – smooth - bends Drop and hear – thump, thump Smells - rubbery

Claim: I can use my senses to observe properties of objects.Evidence: My eraser’s properties - First I used my eyes to look. My eraser’s color is pink. Its shape is like a box. Next I used my hands to feel it. It is smooth. It can bend. I smell it with my nose. It smells like rubber. Then I used my ears to describe the sound it made when I dropped it. It bounced a little and sounded like a thump, thump.

Gr. 2 CER SampleClaim: I know I can use my senses to learn about properties of objects.Evidence:Pencil’s properties:Color: blue and yellowShape: long and round like a can with one end sharpened and the other end with an eraser.Feels: smooth and hardOne end feels sharp and the other end feels rubbery.Sounds when dropped: plop, plopSmell: woody

Reasoning: Here is how I used my senses to observe my pencil’s properties. First I used my eyes to look at my pencil. I can see my pencil’s color is blue with yellow stars. Its shape is long and round like a can. I can see one end is sharpened with a point. Next I used my hands to feel it. It feels smooth and hard. Then I used my ears to describe the sound it made when I dropped it. It sounded like a plop, plop. Last I used my nose to smell it. It smells like wood. My pencil like all objects have properties that I can observe with mysenses.

Department of Mathematics and Science

3-5 Claim-Evidence-Reasoning (CER)

Assignment: What properties can be used to classify your school supplies?Claim: My school supplies can be classified by their mass, length, shape, texture, and attraction to magnets.Evidence: (Record all the evidence you gathered from hands-on investigations). Data: School Supplies Observations Table

School Supplies/Qty.

Mass Length Shape Texture Magnetic?

Pencil (1) 5 grams 16 cm Hexagonal prism

smooth/hard part

Scissor (1) 26 grams 13 cm Irregular Smooth/hard part

Crayon (1) 4 grams 9 cm cylinder Smooth/hard No

Marker (1) 10 grams 16 cm cylinder Smooth/hard No

Glue stick (1) 16 grams 8 cm cylinder Smooth/hard No

Department of Mathematics and Science

3-5 Claim-Evidence-Reasoning (CER)SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2:

Observe and measure objects by their properties.

Reasoning: (Write a statement that explains why you think your claim or answer to the question is right.)

My school supplies can be classified by their mass, length, shape, texture, and attraction to magnets. As a result of measuring my supplies I learned some are greater in mass than others. For example, two of the five objects had a mass of less than 10 grams compared to the other three objects that were up to 26 grams. Next using my senses of sight and touch, I discovered that I could not sort my objects by texture. They were all smooth and hard. However, the objects could be classified by shape such as regular versus irregular. Some had parts that were magnetic. My evidence supports my claim because objects and materials can be compared to one another based on their observable properties.

Department of Mathematics and Science

Matter CER Questions• How do you learn about matter?• How do scientists study the properties of matter?• How do scientists describe the basic properties of matter?• What are the basic properties that scientists use to describe

matter?• How can we tell the differences between types of matter?• How do people use the properties of matter?• What are some ways that a substance’s properties depend on

its state?• How do we know matter is all around us?• What characteristics of solids, liquids and gases are alike and

different?

Matter Online ResourcesVideos and InteractiveDiscovery Education:• Measuring Matter• Fundamental: What’s the Matter• Identifying Properties of Matter • Matter Is Everywhere • Matter • How Matter Looks and Feels• Properties of Matter• Matter is All Around Us (song)Inquiry in Action: • http://www.inquiryinaction.o

rg/classroomactivities/Study Jams: • Matter

Sites for Reading Passages:• http://www.readworks.org/books/passages• http://k12reader.com

Scott Foresman Science throughTeacher Portal orhttps://www.pearsonsuccessnet.com/snpapp/login/login.jspPrintable Resources:• Quick Study • FCAT Benchmark Mini-

LessonsDiscovery Education: Search matter -reading passage

Division of Academics – Department of Science

Department of Mathematics and Science

Effective Science Strategy

When can the Claims Evidence and Reasoning (CER) strategy be used during

your science lesson?

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When can a CER be used?

• Use it to engage in structured, argumentation to explain a scientific concept.

• Use it after an experiment to explain why a hypothesis was proven correct or not.

• Use it to justify an answer choice for a multiple (FCAT type) test question is correct.

• Use it to discuss claims made in videos, commercials, documentaries or news reports.

Department of Mathematics and Science

Claim, Evidence, Reasoning after Viewing a Video, News Report or a Documentary

• What key points did you learn from this video? • What is the scientific explanation? • What vocabulary words are connected to the

lesson? • What is the claim the reporter is making? • What evidence does he or she cite in the

report that supports that claim?

ELA CCSS Literacy Supports Content Area State Assessment

Sample FCAT 2.0 Science Question

A radiometer is a device with fins that spin when light energy strikes them.

A picture of a radiometer is shown below. As part of an experiment, a light

source was placed 50 centimeters (cm) from a radiometer. The light

source gave off four different-colored lights for 30 seconds (s) each. After

each color of light was turned off, the amount of time the fins on the

radiometer spun was recorded. The results are shown in the table below.

Which color of light provided the greatest amount of light energy according to the data in the table? F. red G. green H. blue I. white claim

reasoning

evidence

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LUNCH

Discovery Education Presentationhttp://www.dadeschools.net/ Employee portal

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Become aDEN star….Get theScienceTechbookResource

Available for all schools

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CER

Department of Mathematics and Science

Grades 2 - 5Practicing Science Like a Scientist

Observation, Measurement and Investigation Stations

1. Observe a Rock

2. Classify Rocks

3. Measure a Rock’s Length

4. Weigh a Rock

5. Measure a Rock’s Volume (Gr. 4 & 5)

6. Bubbles and Fizz (Gr. 4 & 5)

Dream in Green Program

xxxx school name New teacher

Available Resource Links:

Scott Foresman Science Teacher EditionScott Foresman Science Student Edition

Pacing Guides

http://www.dadeschools.net/

Science Department Website Resources

http://science.dadeschools.net/

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52Department of Mathematics and Science

Learning Goals Grade 5SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. (Level 2: Basic Application of Skills and Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to differentiate (tell the difference between) the physical properties (mass, volume, color, texture, and temperature) of solids, liquids, and gases.

Go on a phase scavenger hunt and find at least two objects that represent one state of matter, two objects that represent two states, and two objects that represent all three states of matter. Create a chart to identify all of your objects’ properties.

Score/Step 4.0

I am able to classify a material as a solid, liquid, or gas based on its physical properties.

Use a three circle VENN diagram to classify a small group of materials (at least five for each) that represent solids, liquids, and gases based on their physical properties. Explain and record how you classified the materials.

Score/Step 3.0 Target

(Learning Goal)

I am able to compare physical properties of solids, liquids, and gases.

Use a graphic organizer to compare the physical properties of solids, liquids and gases with examples of each.

Score/Step 2.0 Target

I am able to identify the physical properties of solids, liquids, and gases.

Create a foldable. Illustrate the physical properties of basic solids, liquids, and gases.

Division of Academics-Department of Science

Department of Mathematics and Science

Bring Your Own Device (BYOD)

Power My Learning Grade 5 – Play Lists

http://powermylearning.org

Dr. Lightburn’s Class: Teacher Code: 278894

•Quarter 1:

Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter• http://powermylearning.org/user/playlist/gr-5---qtr-1---

big-idea-8-properties-of-matter-275176

Interactive Sites for Education

http://interactivesites.weebly.com/science.html

Department of Mathematics and Science

Factors Influencing Science Instruction

Carousel Data Protocol

• What are the challenges that impede you from effectively infusing the Florida Standards during the Science Instructional Block?

• What should effective instruction look like in a science classroom?

• What tools/resources are available to facilitate science instruction?

• What instructional strategies should be used in a science classroom?

Interactive Notebook (IAN)

Common Grade Level Planning

Hands-on Materials&

Measurement Tools

Essentials for a Successful Science Class

Technology

Promethean or SmartBoard

Internet Access

Designated School Science Leader

Pacing Guide &

Focus Calendar

Discovery Education, NBC Learn,Gizmos, C-Palms5 E’s

and/or Explicit

Instruction

Office of Academics - Department of Science

Scott Foresman textbook,

AIMS and other

Supplemental Resources Science Dept. Websitescience.dadeschools.netFlorida Standards Integration

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“So What? Now What?”

With what you’ve learned, what will your classroom and science teaching look like?

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Slip

3-2-1 ReflectionHave a STEM-filled school year!